The COVID-19 pandemic didn't create special education problems in Victorville—it exposed them. For families in the Victor Valley Union High School District (VVUHSD), the shift to remote learning revealed systemic issues that had been brewing for years.
From a 2018 state report highlighting over-identification and inadequate support, to a 2022 federal investigation into discriminatory discipline practices, VVUHSD's special education challenges paint a clear picture: families need independent advocates now more than ever.
The Problems Existed Before COVID-19
2018 FCMAT Report Findings
In 2018, the Fiscal Crisis and Management Assistance Team (FCMAT) conducted a comprehensive review of VVUHSD's special education program. Their findings were concerning:
- Higher-than-Average Identification Rates - The district identified special education students at rates exceeding state averages
- Limited Emotional Disturbance Support - Students with emotional disturbances lacked adequate support in the least restrictive environment
- Over-Placement in Special Day Classes - A tendency to place students in more restrictive special day classes rather than resource specialist programs
- Inadequate Least Restrictive Environment (LRE) Implementation - Failure to provide services in the least restrictive setting appropriate for each student
"The district had a pattern of placing students in more restrictive environments than necessary, potentially limiting their access to general education peers and curriculum."
— FCMAT Special Education Review, 2018
2022: Federal Investigation Reveals Discriminatory Practices
In 2022, the U.S. Department of Education's Office for Civil Rights (OCR) concluded an investigation that found VVUHSD had disciplined Black students more harshly than their peers. While not exclusively a special education issue, this finding has profound implications for students with disabilities, particularly Black students with disabilities who face compounded discrimination.
The Finding
Black students received disproportionately harsh disciplinary consequences compared to other students for similar behaviors
The Requirement
District agreed to revise disciplinary policies to ensure equal treatment of all students
The Impact
Special education students, especially students of color, face heightened risk of inappropriate discipline
Why This Matters for Special Education
Students with disabilities—particularly those with emotional disturbances, ADHD, or autism—often exhibit behaviors that are manifestations of their disability. When districts fail to conduct proper manifestation determinations or apply discipline unequally, these students' rights are violated. An Independent Educational Evaluation can document the connection between disability and behavior, protecting students from inappropriate punishment.
How COVID-19 Magnified Existing Problems
When schools closed in March 2020, the cracks in VVUHSD's special education system became chasms. Students who were already receiving inadequate support in restrictive placements suddenly lost access to even those limited services.
Common Pandemic-Era Violations
Service Delivery Changes Without Consent
Districts moved services online without holding IEP meetings or obtaining parental consent, violating procedural safeguards
Reduced Service Minutes
Students received fewer minutes of specialized instruction and related services than their IEPs required
Assessment Delays
Initial evaluations and triennial assessments were postponed indefinitely, leaving students without updated IEPs
Technology Access Gaps
Students with disabilities lacked appropriate assistive technology or internet access for remote learning
Why Independent Evaluations Are Critical in Victorville
Given VVUHSD's documented history of over-identification, restrictive placements, and pandemic-era service disruptions, independent educational evaluations have never been more important for Victorville families.
Unbiased Assessment
Independent evaluators have no incentive to minimize services or recommend restrictive placements
Comprehensive Testing
IEEs often identify needs the district missed, ensuring all areas of disability are addressed
LRE Recommendations
Independent evaluators can recommend less restrictive placements with appropriate supports
How to Request an IEE in Victor Valley
Step-by-Step Process
- Submit Written Request - Send a letter or email to the Director of Student Services at 16350 Mojave Dr., Victorville, CA 92395, or call (760) 955-3201
- State Your Disagreement - Clearly explain why you disagree with the district's assessment (e.g., incomplete testing, missed disabilities, inappropriate placement recommendations)
- Request Public Funding - Explicitly state that you are requesting an IEE at public expense
- District Must Respond - VVUHSD must either agree to fund the IEE or file for a due process hearing to defend their evaluation
- Choose Your Evaluator - Select a qualified independent evaluator who meets district criteria (CAS Evaluations can help)
Important Timelines
- Request must be made within one calendar year of receiving the district's evaluation results
- District must respond without undue delay
- If district files for due process, hearing must occur within statutory timelines
- You are entitled to one publicly funded IEE for each district evaluation you dispute
How CAS Evaluations Supports Victorville Families
Local Knowledge
Familiar with VVUHSD policies, FCMAT findings, and Desert Mountain SELPA requirements
Qualified Specialists
Licensed psychologists, SLPs, OTs, and educational specialists with extensive IEE experience
Comprehensive Reports
Detailed, legally compliant reports that IEP teams must consider in decision-making
Your Child Deserves Accurate Assessment
Don't let systemic issues in Victor Valley Union High School District prevent your child from receiving appropriate services. An independent evaluation can make all the difference.
